1. FSLT 2015: Virtual Exhibit
Given I have very limited experience teaching HE and do not have a specific module/course to evaluate, I chose to create a very basic exercise in primate behavior for my presentation. I have done a similar exercise when I taught a biological anthropology course and lab during my MA program. This exercise could be used either in a lab or lecture learning session. I have created the slides with information for the students, and have also added notes for the viewer highlighting different aspects of learning. The skills acquired from completing an activity such as this will prove very valuable for the students, as the exercise will facilitate a variety of different learning styles and other transferable skills (i.e. critical analysis, communication, information synthesis). In conclusion, I will provide a brief summary of analysis and evaluation of the exercise.

2. Introduction to Primate Behavior: An exercise in observation
I would first begin the lab by introducing the subject and its relevance.
Introduction to Primate Behavior: An exercise in observation
Presented by
Jaima H. Smith
Notes to viewer(s) will appear as text in the upper right hand corner of the slide, or lower right hand side of slide. Bullet points are for students.

3. I would first begin the lab by introducing the subject and its relevance.
I would begin the exercise by giving a brief overview of studying primate behavior and how to conduct behavioral observations. Each point on the slide will guide the dialogue(flow) of my introduction. (Dialogic/Experiential)
Introduction
The study and observation of primates has been and will continue to be a fascinating scientific endeavour
When we study non-human primate behavior we can learn a lot about our own evolutionary origins, as well as insight into human social behavior
Develop an understanding of why primates (animals in general) behave they way they do
Different research environments: field, captivity, and lab. Pros and cons of each
How presentation will benefit audience: Adult learners are more interested in a subject if they know how or why it is important to them.
Presenter’s level of expertise in the subject: Briefly state your credentials in this area, or explain why participants should listen to you.

4. I would first begin the lab by introducing the subject and its relevance.
In working through this primate behavior lab exercise, students should have a basic understanding of primate behavior in general, but will learn how to observe and record behavior by completing this exercise.
(Outcomes-led/Activity-based/Dialogic/Participatory)
Learning Objectives
Understand the importance of studying primate behavior; how we study primate behavior (experimental design)
Create an ethogram of behaviors
Record observations of primate behavior using various sampling techniques and create an activity budget
Critically evaluate and discuss the relevance of your findings
Lesson descriptions should be brief.

5. Observation Sampling Methods and Tools:
*To start this section of the exercise, I will discuss the different sampling methods used in behavioral observation, and some of the necessary resources. I would provide definitions.
Scan/Focal (individual)
State vs Event behavior
Continuous Sampling
Instantaneous Time Sampling
Ad-libitum
Ethogram
Focal subject(s)
Inter-observer reliability
*We can discuss the pros and cons of sampling methods and which are most suitable for specific types of research environments.
Altmann, J. (1974). Observational study of behavior: Sampling methods. Behaviour, 49.

6. Ethogram Record what you see, not what you think!
For this exercise, students would most likely have some sort of workbook containing necessary resources (i.e. data worksheets, sample ethogram-or at least handouts).
Ethogram Record what you see, not what you think!
An ethogram is a comprehensive list(or inventory) and a description of all the behaviors of an animal
A complete ethogram can be quite long, for this exercise we will create a more condensed version
Avoid listing the ‘behavior’ in your definition. For example-
Feeding: searching for/manipulating/ingesting food
Play: one individual chases or wrestles with another, in a non-aggressive manner

7. Exercise 1: Behavior Identification
I would first begin the lab by introducing the subject and its relevance.
Typically the students would be working with a lab partner, but the nature of this exercise requires they work alone. There is potential for them to pair-up at the end of the exercise to compare notes on what they observed. (Activities-based/Outcomes-led)
Exercise 1: Behavior Identification
Please identify the behavior illustrated in the following pictures. These pictures will help you to become more familiar with different types of behavior
Please also name the primate! Common name is fine. (You should be fairly familiar with most of these by now!)
*This portion of the exercise requires the students have basic knowledge of what a behavior looks like. This is just a small sample of behaviors. There is ample opportunity for discussion on the topic of primate behavior (similarities/differences with humans).
Example objectives
At the end of this lesson, you will be able to:
Save files to the team Web server.
Move files to different locations on the team Web server.
Share files on the team Web server.

8. Picture Picture 2

9. Picture Picture 4

10. I would first begin the lab by introducing the subject and its relevance.
Picture Picture 6

11. The students will watch this 8-minute video and record every behavior they observe. They will then use this list of behaviors to create their ethogram.
(Activities-based/Outcomes-led)
Video Exercise 1
During this 8-minute video, simply record every behavior you can observe. We will discuss at the end and you will then use the list of behaviors to create your ethogram.

12. At the end of the video, there is potential for students to pair-up and compare behavioral notes (a way to measure inter-observer reliability).
(Activities-based/ Participatory/ Outcomes-led/Experiential/Dialogic)
Video Exercise 2:
For this portion of the exercise you will watch the 10-minute video and utilize one of the sampling methods to record behavioral observations.
Determine if you will watch one individual (focal) or the entire group/few individuals (Scan).
If you choose to work with your lab partner, you must choose the same sampling method so that you are able to compare notes at the end (for your benefit).

13. Conclusion of Exercise:
There are ways to make this exercise more advanced and/or challenging for students (i.e. having students come up with predictions/hypotheses, more difficult data analyses, and have them write up results in a final report ).
Conclusion of Exercise:
Summary of results/analyze data
Create activity budget
Discuss results
Compare notes & observations

14. Evaluation of Exercise Assessment
This exercise can be used in lecture/lab
Can be tailored to an upper or lower level class
Facilitates a variety of learning styles and provides students with valuable, transferable skills
Students must be active learning participants in this exercise in order to gain the most benefit
Lab reports/exercises
Participation
Quizzes/Tests
Provide students with evaluation forms at the end of course so they are able to provide feedback on what they liked about course(exercise) and/or would to improve on
Thank you!